The integration of hearning impaired learners in junior secondary schools

Abstract

The purpose of this study was to investigate the integration of hearing impaired learners in Community Junior Secondary Schools in Botswana, with particular reference to curriculum adaptation, teacher training and support services available. The research was confined to the only two existing Community Junior Secondary Schools (CJSS) offering education to the hearing impaired learners, namely Ramotswa CJSS and Tashata CJSS. In total there were twenty two respondents. Eighteen teachers and two school heads responded to the questionnaire and the researcher interviewed two education officers responsible for the education of the hearing impaired. The research includes both literature review and empirical techniques. Qualitative data were gathered using questionnaire and interview. The nature of instruments used compelled the researcher to seek for qualitative data i.e. interview was semi structured and the whole of part two of the questionnaire contains open ended questions. Findings were analysed and presented in four sets. Tables were used to present and illuminate findings. The study revealed the following: hearing impaired learners do not have their own specially designed curriculum, teachers ensure curriculum access through curriculum adaptation and modification, schools do not prepare individual educational plans, government provide resources for teaching and learning though they are not enough, sign language interpreters have been employed and schools have links with outside agencies and professionals. The predominant form of integration taking place in schools is joint social/sporting activities.